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Using the reflective cycle for staff management ev1

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  • TRACKING AND CONTINUOUSLY IMPROVING – sub page 2 co-investigation (top)
  • Transcript

    • 1. Using the Reflective Cycle for staff and participant management March 2010
    • 2. The Reflective Cycle CAUSES
      • What factors are contributing to progress?
      • What is holding us back from further progress?
      OUTCOMES
      • What progress are we making towards achieving out goal?
      • Where are we struggling?
      SOLUTIONS
      • What do we need to do differently?
      • What support do we need to be able to do this?
    • 3. Applications of the reflective cycle for different questions How do participants use the reflective cycle? (Slide 4) How do tutors support participants’ use of the reflective cycle? (5) How do tutors use the reflective cycle? (6 & 8) How do managers use the reflective cycle? (10) How do managers support tutors’ use of the reflective cycle? (7 &9) Tutors use participants’ data to inform their own reflection
      • Questions Answered:
      • What do participants, tutors and managers need to be able to use the reflective cycle?
      • What decisions can they take using the cycle?
      How to use the reflective cycle before participants get to the classroom (11&12) Managers use tutors’ data to inform their own reflection
    • 4. The reflective cycle for participants Over-arching question to generate the goal: What do we want students to have at the end of the year (knowledge, skills, mindsets)? The teacher
      • What did I do, as a teacher that helped / hindered learning?
      • What one thing could I do differently that would help students succeed?
      • What do participants need?
      • A vision (or goal) for what students will have accomplished by the end of the year
      • Information (data) about how their students are doing in terms of progress towards that goal.
      • What questions can participants answer using the cycle?
      • Which learning objectives need to be re-taught?
      • Which students (or groups of students) need their instruction differentiated?
      • What they should do differently in terms of planning / execution / etc to improve students learning?
      The student
      • What have students learnt?
      • What did students do that helped / hindered their learning?
      Solutions
      • What do I need to do? What support do I need?
      • THEN: Do it in the classroom
    • 5. Questions a tutor can ask to facilitate a participant’s reflection
      • What is you goal for students by the end of the year?
      • How are students progressing towards that goal? Where are the successes? Where are the areas for improvement?
      • What are students doing that is helping them to progress?
      • What are they doing that is limiting their progress?
      • What are you doing as a teacher that is helping students to progress?
      • What are you doing as a teacher that is limiting their progress?
      • What is the one thing that you could do differently that would improve students’ learning?
      • What is the underlying factor that is stopping you from doing this?
      • What do you need to do to develop in this area?
      • What support do you need to develop in this area?
      • LATER: As a result of changing your teaching, how are students progressing towards their goal?
    • 6. The reflective cycle for tutors Over-arching questions: What do we want our participants to be able to do that will maximise their impact on students? The tutor
      • What did I do, as a tutor that helped / hindered parts’ development?
      • What one thing could I do differently that would help participants succeed?
      • What do tutors need?
      • A vision (or goal) for what participants teaching will look like for their goals for students to be met.
      • Information (data) about how participants’ students and therefore participants are doing in terms of progress towards that goal.
      • What questions can tutors answer using the cycle?
      • Which skills/knowledge/mindsets should they be prioritizing with their participants.
      • Which parts (or groups of parts) need additional / less / specialized support?
      • What they (tutors) should do differently in terms of their support to improve participants’ effectiveness?
      The participant
      • How are participants doing in progressing towards goals for students?
      • What did parts do that helped / hindered their learning?
      Solutions
      • What do I need to do? What support do I need?
      • THEN: Do it in their support
    • 7. Questions a manager can ask to facilitate a tutor’s reflection around student learning and participant effectiveness
      • What is you goal/vision for participants by the end of the year?
      • How are participants progressing towards that goal? Where are the successes? Where are the areas for improvement?
      • What are participants doing that is helping them to progress?
      • What are they doing that is limiting their progress?
      • What are you doing as a tutor that is helping participants to progress?
      • What are you doing as a tutor that is limiting their progress?
      • What is the one thing that you could do differently that would improve participants’ teaching?
      • What is the underlying factor that is stopping you from doing this?
      • What do you need to do to develop in this area?
      • What support do you need to develop in this area?
      • LATER: As a result of changing your support, how are participants progressing towards their goal?
    • 8. The reflective cycle for tutors Over-arching question to generate the goal : How many participants do we want to complete the program and what skills / knowledge / mindsets do they need to be on the way to becoming effective alumni? Causes
      • What did I do, as a tutor that helped / hindered parts’ staying in school and developing these skills?
      • What one thing could I do differently to help parts?
      • What do tutors need?
      • A vision (or goal) for how many participants will stay in the classroom and what skills they need to develop to become effective alumni?
      • Information (data) about participants’ satisfaction and retention risk and the knowledge / skills / mindsets they are developing.
      • What questions can tutors answer using the cycle?
      • Which parts (or groups of parts) need specific retention-focused support?
      • Which parts need additional support on path to becoming excellent alumni?
      • What they (tutors) should do differently in terms of their support to improve participants’ retention and build alumni leadership?
      Outcomes
      • How many participants are still in the classroom
      • What S/K/M have participants developed so far?
      • What have parts done to make this happen?
      Solutions
      • What do I need to do? What support do I need?
      • THEN: Do it in their support
    • 9. Questions a manager can ask to facilitate a tutor’s reflection around retention and alumni leadership
      • What is you goal/vision for participant retention and skill development by the end of the year?
      • How are participants progressing towards this goal? Where are the successes? Where are the areas for improvement?
      • What are participants doing that is helping them to progress?
      • What are they doing that is limiting their progress?
      • What are you doing as a tutor that is helping participants to progress?
      • What are you doing as a tutor that is limiting their progress?
      • What is the one thing that you could do differently that would improve participants’ retention, satisfaction and alumni-related skills?
      • What is the underlying factor that is stopping you from doing this?
      • What do you need to do to develop in this area?
      • What support do you need to develop in this area?
      • LATER: As a result of changing your support, how are participants now progressing towards their goal?
    • 10. The reflective cycle for managers Over-arching questions: What do we want our tutors doing that will support participants to maximise their impact on students? The manager
      • What did I do, as a manager that helped / hindered tutors’ development?
      • What one thing could I do differently that would help tutors succeed?
      • What do managers need?
      • A vision (or goal) for what tutor’s support will look like for their goals for participants and students to be met.
      • Information (data) about how tutors’ participants and their students are doing in terms of progress towards that goal.
      • What questions can managers answer using the cycle?
      • Which skills/knowledge/mindsets should they be prioritizing with their tutors.
      • Which tutors (or groups of tutors) need additional / less / specialized support?
      • What they (managers) should do differently in terms of their support to improve tutors’ effectiveness?
      The tutor
      • How are tutors doing in progressing towards goals for students / parts?
      • What did tutors do that helped / hindered them?
      Solutions
      • What do I need to do? What support do I need?
      • THEN: Do it in their support
    • 11. Using the reflective cycle before there are participants in the classroom Reality
      • How are we doing in terms of our progress towards our goal?
      • What have I done that has helped / hindered progress?
      • What do staff need?
      • A vision (or goal) for what Ensena por Argentina is seeking to accomplish and how this task fits into it.
      • A goal for this particular task (developing a curriculum, etc).
      • Information (data) about how work towards this goal is progressing.
      • What questions can staff answer using the cycle?
      • How far are they from accomplishing the task?
      • What they need to do differently to ensure that it is accomplished?
      • Where they might need support to accomplish it?
      Vision
      • What is our vision for Ensena por Argentina?
      • What do we want to accomplish with this curriculum, etc?
      Action
      • What do I need to do?
      • What support do I need?
      • THEN: Work towards achieving the vision
    • 12. Questions a manager can ask to facilitate a staff member’s reflection (before there are participants in the classroom)
      • How does this task fit into our vision for EpA?
      • What is your goal with this piece of work?
      • How well are you progressing towards this goal? What are the successes? What are the challenges?
      • What are you doing that is helping you to progress?
      • What are you doing that is limiting your progress?
      • What is the one thing that you could do differently?
      • What is the underlying factor that is stopping you from doing this?
      • What do you need to do to develop in this area?
      • What support do you need?
      • LATER: As a result of this change, how are you progressing towards this goal?